Sequential Sequence of Learning – Medium Term
Key Concept: Crime and Punishment in Victorian London
Key elements to Learning:
Rosenshine’s Principles:
What prior knowledge needs to
be used?
Wider reading & high quality
text
Assessment:

Key high quality texts:
Formative:
‘Write like a’
Writing their own article
based on the murder of
Sarah Hart



Analysis of literary
techniques
Analysis of structural
techniques
Analysis of connotations
of vocabulary choices
Incorporating contextual
knowledge into analysis to
deepen understanding of
authorial intent.
Further Reading:
Summative:
N/A
Extended writing task:
Explore the significance of the
theme of conflict in literature
What are the key skills that need
to be learnt by the end point?
 Comparison of views on a
theme and the methods
writers use to express their
views.
 Writer’s presentations on a
theme/idea and the methods
use to express their views.
 Incorporating contextual
knowledge into analysis to
support argument
 Analysis of literary techniques
to support comparison
 Analysis of structural
techniques to support
comparison
 Analysis of connotations and
vocabulary choices to support
comparison
Wider Curriculum Experience
Careers and Employability Skills
Personal Development
Historian
Politician
Journalist
Poet / songwriter
 Personal
 Social
World centred learning



Democracy
Freedom
Global Citizenship
(social and political)
Curriculum links
History –
Learning about British life in
Victorian London.
PDE – personal response to
crime and justice

Begin lesson with a short review of previous
learning
 Ask a large number of probing questions and check
for understanding
 Reteach material when necessary.
Core Knowledge:
 Present new material in small steps
 Limit the amount of material pupils receive at one
time
 Prepare pupils for independent practice
 Ask a large number of probing questions and check
for understanding.
Key Task:
 Give clear and detailed instructions and
explanations
 Provide a high level of active practice for all pupils
 Guide pupils as they begin to practice
 Ask a large number of probing questions and check
for understanding
 Provide systematic feedback and corrections
Support:
 Provide models of worked-out problems
 Think aloud and model steps
 Monitor pupils as they begin independent practice
 Ask a large number of probing questions, check for
misconceptions, add extra challenge and provide
scaffolding to engineer success.
Gatsby Benchmarks: 3, 4,
Lesson 1: Context on Victorian Crime and Punishment
Component of Learning
Key Questions
How will you ensure that the key knowledge and skills are learnt and remembered by ALL pupils
Activities
Starter:
Cultural Understanding
How has crime and
punishment changed
throughout the ages?
What crimes were common
during the Victorian era?
What punishments
occurred during those
times
-
Starter should introduce students to ideas of punishment then vs now,
Challenge = what reasons did crime increase in those days
Key Task and purpose:
Students to read article about Victorian Prisons and Punishments answering questions based o the extract. Using what they have
learnt about Victorian punishment students to rank punishment on a scale of least to most extreme and stating their opinion as to
why.
Success for all:
Vocabulary: Sentence
Students to watch video on crime and punishment for children during the Victorian era. Making notes about what they learn
throughout. Points learnt from lesson can be used to generate discussion on punishment
Exit strategy:
Students to share their views on punishment with case incorporating key word ‘sentence’ in their answers.
Key Vocabulary and Etymology
Sentence, punishment
Lesson Review – Live Log
Next Lesson (smart/misconceptions/reteach):
Date:
L2: Writer’s views – Perspectives on Punishment
Component of Learning
Key Questions
Writer’s presentations
Frenchman’s
views on
English
Punishment
What is punishment like
around the world?
What are people’s thoughts
and views about
punishment?
How does the writer
present these ideas?
How will you ensure that the key knowledge and skills are learnt and remembered by ALL pupils
Activities
Starter:
Starter task to introduce idea of different forms of punishment around the world and how people as a result have different
reactions towards this. Building on the idea of a different cultural viewpoint for extract to be looked at in class.
Key Task and purpose:
After students answer questions based on the text, live I DO model on how to answer an English language based question in
relation to the extract. After live modelling a we do model is generated using class annotations/ answers. Appropriate scaffolding
such as sentence starters/ writing frames can be used to help support struggling students.
Success for all:
Vocabulary: Judicial
Students to read article and pick out key points of information on purpose, writer’s viewpoints and quotes and techniques found
in the text to support their argument.
Exit strategy:
Key Vocabulary and Etymology
Judicial, Punishment, condemned
Lesson Review – Live Log
Next Lesson (smart/misconceptions/reteach):
Date:
L3. Child Punishment
Component of Learning
Writer’s presentations –
Building response skills
Key Questions
How will you ensure that the key knowledge and skills are learnt and remembered by ALL pupils
Activities
What is a semantic field?
Retrieval
Establishing key thoughts on the ideas of responsibility, accountability and punishment. To what extent should a child be
punished and what is the purpose of punishment in relation to the text being looked at in the lesson.
What are the ideas/
purpose of the text?
How does the writer
present these ideas?
Key Task and purpose:
Students to first identify parts of the argument structure on the model paragraph demonstrating their understanding of exam
technique .
Students to use annotations to create their own response to questions using the writing model as scaffolding. Building on their
exam skills in preparation for further study and final exam
Success for all:



Vocabulary: Semantic Field
Students to identify writer’s techniques based on the question and use relevant quotes to support their answer.
Questioning used to ascertain techniques which pupils are unaware of and explicit teaching of techniques and their
effect used to close gaps.
Exit strategy:
Key Vocabulary and Etymology
Semantic Field, Corporal Punishment, Fear
Lesson Review – Live Log
Next Lesson (smart/misconceptions/reteach):
Date:
L4: Broadside and Ballad
Key Questions
How will you ensure that the key knowledge and skills are learnt and remembered by ALL pupils
Activities
Starter:
Key Task and purpose:
Success for all:
Exit strategy:
Key Vocabulary and Etymology
Lesson Review – Live Log
Date:
Next Lesson (smart/misconceptions/reteach):
L5: Presentation of event ( News article – Write like a prep 1)
Component of Learning
Key Questions
How will you ensure that the key knowledge and skills are learnt and remembered by ALL pupils
Activities
Presenting a sequence of
information in a news article
-
-
-
What is the
purpose of our
text
Why do we
present
information in a
certain way?
How does the
writer
demonstrate
this in their
text?
Retrieval:
Connect 4 – Linking four images together to generate ideas of what the text could be about. Making predictions on text and helps
students skill of connecting ideas together improving lateral thinking.
Key Task and purpose:
Introduction of text, answering key questions of what the text is about through the use of questioning. Answers can be written in
books or done verbally.
Students to identify any linguistic or structural devices used by the author to create/ evoke a certain idea, theme or purpose.
Success for all:



Key vocabulary - Chronological
Questioning used to ascertain techniques which pupils are unaware of and explicit teaching of techniques and their
effect used to close gaps.
Live annotation of group work of text
Exit strategy:
lI
Chronological, sequence, punishment
Lesson Review – Live Log
Next Lesson (smart/misconceptions/reteach):
Date:
L6: Write like a prep 2: Article structure
Component of Learning
Key Questions
Stylistic styles of writing
(Write like a journalist)
+ Learning how to plan
-
-
What information do we
include in a news article?
What techniques can we
incorporate to grab readers
attention?
How do we structure our
news article?
How will you ensure that the key knowledge and skills are learnt and remembered by ALL pupils
Activities
Retrieval
Ordering the event of the article from last lesson
Key Task and purpose:
Students to construct plan on how they will construct their article on the murder of Sarah Hart.
Students to use inverted pyramid of information as a scaffold to help construct their articles.
Success for all:
Identifying the inverted pyramid structure in original article
Recap of AFOREST as a list of features they can include in their text
Scaffolded plan of structure including, structure guide, types of information they can include.
Word bank for any synonyms and adverbs they would like to use in their text
Exit strategy:
Students to recap importance of sequencing, articulate structure of an article and why it is done in that manner,
each identify a technique from AFOREST
Key Vocabulary and Etymology
AFOREST
Lesson Review – Live Log
Next Lesson (smart/misconceptions/reteach):
Date:
L7: Write like a Journalist
Key Questions
How will you ensure that the key knowledge and skills are learnt and remembered by ALL pupils
Activities
What information do
we include in a news article?
What techniques can
we incorporate to grab
readers attention
How do we structure
our news article?
Key Task and purpose:
Students to apply their knowledge on sequencing and the stylistic components of news article and come up with their own
account of the event s of Sarah Hart’ murder. In the writing, students will apply AFOREST techniques plus any more techniques
they know to enhance their writing.
Component of Learning
Stylistic styles of writing 
Application
‘Success for all’:
Plan of their article is incorporated in their structure
Mark scheme on the board to help inform their writing
An awareness of key events prior to activity informs them of what information needs to be incorporated in their
article.
Exit strategy:
Key Vocabulary and Etymology
N/A
Lesson Review – Live Log
Next Lesson (smart/misconceptions/reteach):
L8: Write like a feedback ( Lesson 8 and 9 interchangeable depending on timings)
Component of Learning
Key Questions
How will you ensure that the key knowledge and skills are learnt and remembered by ALL pupils
Activities
Key Task and purpose:
Success for all:
Exit strategy:
Key Vocabulary and Etymology
Idea – Handover - Context
Lesson Review – Live Log
Next Lesson (smart/misconceptions/reteach):
Date:
L9: Write like a feedback ( Lesson 8 and 9 interchangeable depending on timings)
Component of Learning
Key Questions
How will you ensure that the key knowledge and skills are learnt and remembered by ALL pupils
Activities
Key Task and purpose:
Success for all:
Exit strategy:
Key Vocabulary and Etymology
Idea – Handover - Context
Lesson Review – Live Log
Next Lesson (smart/misconceptions/reteach):
Date: